Diversidade linguística e preconceito no contexto escolar: reflexão a partir da visão de alunos e professores

Abstract

It is known that the linguistic reality of the speakers is characterized by being heterogeneous, alive and dynamic, being susceptible to variations according to the group, region, or the speaker themselves. Thus, it is noted that such variations are influenced by factors that are internal and external to language, among them, we can cite social, economic, historical, morphological and phonological aspects (LABOV, 1972). The different linguistic uses that occur in speech receive distinct social judgments, and the variants of lesser prestige can be targets of Linguistic Prejudice (BAGNO, 2015). Thus, this work proposal intended to analyze the perceptions of students and teachers about linguistic diversity and linguistic prejudice in the school context. It is worth mentioning that linguistic prejudice is established when the particularities of the speech of individuals, which deviate from the standard norm, are interpreted by the notion of "right" and "wrong" in orality. Therefore, in face of the above, the research intented to analyze how students and teachers approach issues related to linguistic variation and linguistic prejudice in the classroom. It should be noted that for the study, a questionnaire containing open and closed questions was applied to students and teachers of 6th and 9th grade of a public school located in the municipality of Marmeleiro, in the countryside of Paraná. It is emphasized that, for the construction of the theoretical basis, the assumptions of Sociolinguistics (LABOV, 1972), Linguistic Prejudice (BAGNO, 2015) and Sociolinguistics in the classroom (BORTONI-RICARDO, 2004) were followed. As for the results, they showed that although students are aware of the existence of linguistic variation, the notion of error about the spoken language is strongly perceptible in the discourse of students in the classroom. In addition, it was noticed that the teachers usually work on the subject in question, however, the support of teaching materials for this purpose is not always sufficient.